Enseña por México

Enseña por México is a registered non-profit in Mexico with the vision of creating a movement of leaders agents of change who, in conjunction with the educational communities, commit to closing the educational gap by expanding the opportunities, inside and outside the classroom, for children and young people in Mexico. Our mission is to consolidate a broad, diverse, and inclusive movement of leaders agents of change in Mexico, so that all girls, boys, and young people have access to education that guarantees them to develop their full potential, regardless of their origin. Since 2011, we are part of the Teach For All network, with partner organizations in 60 countries.

To accomplish our mission, we recruit, select and train recent graduates from all areas of

knowledge, who have demonstrated to possess high leadership skills along with a strong sense of social responsibility, to collaborate with schools, from early childhood development centers to high schools, in disadvantaged communities to further the cognitive, physical, and socio-emotional development along with enhancing the academic skills of children and young people.

Our Fellows, called Profesionales de Enseña por México (PEMs, Teach For Mexico Professionals), commit for 2 years during which additionally to collaborating with the educational institutions of the community where they are based,  they are enrolled in a Leadership Program that includes a Master's Degree in Education. At the end of the program, they commit to continue working to end social injustice from different sectors.

Our objectives are:

• Impact on the development of children and young people, from early childhood to high school, by providing tools that allow them to acquire the cognitive, socio-emotional, and academic skills required to face future challenges they will encounter in their personal, educational, and professional life.
• Generate a nationwide network of young leaders who act as a collective that impacts the educational systems in which they operate to further the development of children and young people and that at the end of their two-year program throughout their lives, they continue to inspire and work with conviction and, collaboratively, for a more equitable educational system and society.

Research Manager's primary responsibility is to ensure that research and evaluation projects uphold methodological rigor and contextual relevance within the diverse collaborative environments of Enseña por México and operate in alignment with the organization's vision, leveraging their expertise to drive impactful change. The Reseach Manger is also in charge of  leading the monitoring and evaluation processes to assess the impact of the Early Childhood Leadership Program since her  primary focus is to design and implement a comprehensive Monitoring, Evaluation, and Learning (MEL) framework that specifically targets the direct impact on fellows, educators, and caregivers. The Research Manager plays a critical role in promoting a data-driven culture and evidence-based decision-making across all areas  of Enseña por México, while also fostering research initiatives, developing and implementing data collection strategies, data analysis, and methodologies to gather relevant information on program outcomes and effectiveness.

The Research Lead has demonstrated exceptional proficiency in optimizing monitoring processes for the program's overall operation as well as shorter parallel projects. This proficiency has resulted in the development of a semester-long strategy and activity calendar, providing the team with a structured framework for managing critical tasks. By implementing this well-organized schedule, the Research lead has gained control over the anticipated timeline for essential activities such as monitoring , data analysis, report generation, and analysis sessions for decision-making with other Enseña por México areas.

Under the guidance of the Research Lead, the team has allocated specific working hours  to expedite the integration of the  MIT LEAP initiative. Recognizing the importance of this collaboration, each team member has been assigned specific activities and responsibilities aligned with their roles. Moreover, Jugamos Juntos is a top priority  project within Enseña por México due to the opportunity it provides for continued research development. Throughout the implementation weeks, the program's quantitative and qualitative data are constantly and systematically monitored, consequently, the team remains open to integrating new activities into the work agenda that will contribute to the achievement of the project  goals.

This meticulous approach ensures that all team members are at all times actively contributing to achieving the  project objectives within the predetermined timeframe. The Research Lead's outsatnding  proficiency in optimizing processes, combined with the team's dedication and flexibility, establishes a solid foundation for the successful integration of the project and  the MIT LEAP initiative.

Accompany children´s caregivers to develop sensitive care strategies through self-knowledge and self-care reflections that enhance caregivers and children interactions.

Early childhood (0 to 8 years old according to UNESCO) is the most important developmental phase in a person’s life. These years are when a child’s brain development is faster and foundations for future well-being, resilience, mental and physical health, intellectual progress, and social interaction are laid. However, despite all the scientific evidence for this, millions of young children worldwide are denied rights that are essential for their healthy growth and development.

Historically, the role of infants in society has not been established, which is why children´s rights are not enforced and harmful patterns of authoritarian and traditional upbringing continue to be repeated. In Mexico, 6 out of 10 children between the ages of 1 and 14 have experienced some method of violent discipline (UNICEF, 2018). Furthermore, in 2018, there were 1,488 cases of hospitalization of children under 6 years old due to injuries associated with violence. (ENAPI, 2019). In the international scenario, Plan International (2020) mentions that every year 43% of all children under five years old in low-and middle-income countries may not reach their developmental potential due to poverty, exposure to violence, and lack of nurturing care.

Four of the root causes that impede all children reach their developmental potential include:

1) Much of the spending on education is devoted to elementary schools and higher levels of education due to the lack of knowledge on the importance of early childhood.

2) Limited access to Early Childhood Development (ECD) support and services that are free and contextualized.

3) Insufficient resources amongst families to provide nurturing care to children.

4) An adult-centric society that continues to perceive children as an extension of the adult and  individuals with limited thinking and who cannot make decisions for themselves.

It is of paramount importance to provide adults with the tools and skills that will allow them to provide nurturing care for their children in a contextualized way. For this, it is essential to challenge the perception that adults have of children and their role in society, so that adults recognize children as subjects of rights and thus act and advocate towards guaranteeing and demanding that these rights be respected.

Jugamos Juntos is a program for primary caregivers of children. The program aims to accompany caregivers so that they can develop sensitive care strategies through self-knowledge, self-care and the opening of various communication channels during play with children.

The program is made up of three axes:

1. Caring for the caregiver

2. The caring adult

3. Family Play

These axes are based on the idea that systemic change can only be catalyzed by individual transformation and moving towards collective change. This learning framework is supported by Otto Scharmer in his Theory of the U, which mentions that it is necessary to go through a disruptive self-awareness process in order to create collective change. We based the principles of the Jugamos Juntos program on this theory: 1) Caring for the Caregiver (the perception the adult has of him/herself); 2) The Caring Adult (the image the adult shows to the child); and 3. Family Play (the image of the child in the adult).

The axes are developed over the course of 10 weeks composed of:

1. Face-to-face sessions every three weeks (four sessions in total)

2. Weekly accompaniment by a facilitator during the learning process

3. Access to self-care and parenting tools via Whatsapp

4. Small groups of interaction among caregivers

By participating in the Jugamos Juntos program, the caregiver will be able to:

• Know and apply self-care tools

• Know and apply tending techniques with their child

• Promote their child's autonomy and confidence

• Experience family play spaces to strengthen communication and affective bond with their child

Upon completion of the program, the participant will receive a certificate of participation and a digital toolkit.

During its initial stage, the Jugamos Juntos program operated within the Frontiers of Innovation (FOI) portfolio at the Center on the Developing Child at Harvard University and the Aceleradora de Innovación para la Primera Infancia. As an active portfolio project, we received specialized guidance from collaborators at the Center, leading to the development of an initial theory of change (foundational research).

Formative research: As part of the portfolio, we conducted a feasibility study to identify the most effective strategies tailored to the characteristics of the program participants. Following adjustments to the program planning, materials, and manuals, the first pilot study was conducted to measure the results expected on participating adults according to the Theory of Change.

However, the quantitative and qualitative results that have been obtained  were not sufficiently robust to solely attribute the observed changes to the participation in the program. Consequently, certain strategies were modified, and we are currently in the process of reviewing the program evaluation plan and refining the theory of change. Based on the evidence collected through 3 iterative processes, we are confident that the project's involvement in the LEAP Project will allow us to refine our methodology, expand our research, and facilitate the scaling of the initiative, thus  increasing its impact on participating caregivers.

The feasibility studies and pilot study had three primary objectives: 1) to identify the most effective and appealing strategies for participants, 2) to identify facilitators' skills that enhance active participation and participant retention, assuming a positive correlation with the achieved results, and 3) to assess participants' improvement in socio-emotional skills and quality interactions between adults and children during playtime.

These findings highlight the areas of success and areas for further improvement in the program:

1) Participants expressed the most interest in topics related to adultcentrism, using mood meter to identify emotions, and understanding the components of the TALK (Tune in, Ask questions, Lift language, Keep it going) strategy. However, there is a lack of quantitative data describing how participants utilize the TALK strategy components when interacting with their children. The hybrid program modality (combining in-person and virtual sessions) demonstrated a higher participants retention rate.

2) The observation guide for assessing facilitation skills proved effective in identifying areas that require improvement and enhancing facilitators' performance in front of participants. Progress was observed in the total scores obtained at the beginning and end of the program implementation in most of the facilitators.

3) Participants showed an increase in total scores on the spanish version of the Wong Law Emotional Intelligence Scale; however, this increase did not attain statistical significance. Conversely, the focus groups conducted with participants revealed valuable insights in various areas, including effective communication of emotions, reframing play moments with their children, recognizing children's needs for respect and attention, and understanding the importance of self-care for caregivers.

The current project has the purpose of being tested in a specific socio-cultural context, thus  the adaptability of the information is being adjusted  according to the needs named by primary caregivers and educational agents. Efforts will be made to strengthen the affective bond and care for children, but at the same time, carry out a horizontal approach that respects diversity and promotes a generative dialogue of cultural learning.

We consider that the implementation of the project in Yucatan as a pilot since in this implementation there is the intention of  aligning the content to the contextual needs of the communities with which we collaborate. Translations of the didactic material will be made into the Mayan language, which is spoken by the majority of the population served in this region.

To strengthen the structure of the project, as well as the evaluation of the findings and results, it will be necessary to consider the adjustments that are made during its application.  In addition to testing that our instruments work and receiving feedback it will be essential to make a version that can be adapted and measured in various socio-cultural contexts.

The questions considered so far are not restrictive but arise from the team's experience and the evidence collected thus far:

• What strategies work best for sharing information on emotional intelligence, self-care, and quality adult-child interactions with participants in the region?

• How suitable are the adapted multimedia materials for the region?

• What type of quantitative scale helps us measure participant outcomes more effectively, and what type of qualitative information complements these data?

Each program iteration has a duration of 10 weeks, during which participants actively engage in the structured sessions and undergo corresponding quantitative and qualitative evaluations. Given the modifications made to the theory of change following the initial pilot, we recognize the need for a comprehensive and systematic review of this modifications. Moreover, conducting summative research could offer valuable insights into robust outcomes pertaining to participants' skill development directly attributable to their participation in the program.

A follow-up study is being conducted with participants from the initial pilot to evaluate the retention of knowledge and skills 7 months after their participation in the program. Additionally, an ongoing study is examining the concurrent validity of the used scale.

Furthermore, the project implementation in the southeastern region of Mexico is specifically geared towards translating the audiovisual materials into Mayan language. This strategic approach ensures cultural and linguistic relevance in our educational programs. To support this initiative, we are currently conducting documentary research to further explore and assess the cultural and linguistic appropriateness of this program.

Based on the available information and the ongoing data collection, we are receptive to determining the extent of our involvement in the LEAP Project, guided by the expertise of its professionals. This may include the development of formative or summative research, as considered appropriate and focusing in one of the points explained above considered the time and team capacity that we will have.

As a science-based initiative, the results obtained from the various study approaches determined during the LEAP project will generate valuable insights for conducting additional pilot studies and gathering sufficient evidence to substantiate our Theory of Change. In the medium term, one of the outcomes of the project is to facilitate replication, not only among our fellows but also among other educators and caregivers. To achieve this, our strategic plans for scaling the project involve ongoing iterations, at least one per semester, and comprehensive data collection to determine what strategies are effective and which areas require improvement.

Our ultimate goal is to develop a standardized training program for facilitators, accompanied by manuals and educational materials that focus on the core principles learned in the program. These resources will be made accessible for free to all stakeholders. By doing so, we aim to create a replicable and scalable model that can be widely implemented. We will leverage the insights gained from the LEAP project to design evidence-based training programs that enhance the quality of facilitation, ultimately leading to positive outcomes for children and families.

By the conclusion of the 12-week program, our primary objective is to establish a solid theoretical foundation for our theory of change, supported by evidence from prior research conducted in early childhood education. Additionally, we aim to enhance our understanding of the program evaluation processes, enabling us to develop a comprehensive Monitoring, Evaluation, and Learning (MEL) plan that effectively measures the anticipated outcomes for participants within their specific contextual settings. To achieve this, we recognize the value of employing a mixed-methods research approach, which will enable us to conduct a thorough analysis of both participants' and facilitators' information and experiences. 

In long-term outcomes, through continuous evaluation and improvement, our commitment is to establish a sustainable and impactful initiative that contributes to the broader field of early childhood education. By sharing our findings and providing accessible resources, we aspire to support and empower a diverse range of educators and caregivers in their efforts to promote child development and foster positive and enriched learning experiences.